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Assessment of patients as teachers in a rare genetic disorders elective: A retrospective post-survey
Mary Riedy1, Mitchell Koralewski1, Jaime Maerten-Rivera1
1University at Buffalo School of Pharmacy and Pharmaceutical Sciences, USA.
Introduction:
To assess patients-as-teachers (PAT) as an instructional method, including the impact on ability to perform skills-based learning outcomes, and student perception of it in comparison to other instructional methods.
Methods:
A retrospective, post-survey was used to evaluate student pharmacists' perceptions of PAT in a Rare Genetic Disorders elective course during the Spring 2024 semester. The data from items related to learning outcomes were examined using both descriptive statistics and t-tests for comparison at pre and post. Additionally, items related to the evaluation of instructional methods were examined using descriptive statistics and Analysis of Variance (ANOVA) to compare methods. Open-ended items were coded for themes related to learning.
Results:
Of the 40 student pharmacists enrolled in the course, 32 completed the post-course survey (response rate = 80%). The instruction demonstrated a significant impact on all learning outcomes, but the largest were on patient advocacy (Mean Difference = 0.78,SD = 0.55) and identifying problems and solutions related to treatment (Mean Difference = 0.94, SD = 0.67). PAT had the highest overall rating as an instructional method utilized in the course.
Conclusion:
PAT demonstrated a positive impact on student skills-based learning outcomes and was rated higher than other instructional methods.
